Explore the role of emphasis, stress and rhythm to express subtle meanings in interactions
(ACLCHU074)

Use knowledge of character form and function to infer information about the sound and meaning of unfamiliar characters

Use metalanguage to describe the distinctive spoken and written language system of Chinese
(ACLCHU075)

Increase control of context-related vocabulary and extend grammatical knowledge, including:

• comparing the use of words that rely on interpretation of context to convey the intended meaning such as 让、给, comparing extracts from a range of spoken and written texts which use the same word in a different way
• expressing conditions, for example, 如果…就 ; expressing cause and effect, for example, 为了…and expressing the condition, quality or result of an action, for example, 坐得下、说得对、
  做完、买到
• examining the use of noun phrases in Chinese and experimenting with omitting nouns (zero subjects) when communicating, for example,
  吃饭了吗？
• experimenting with the use of 成语 (Chinese set expressions) and famous sayings to substantiate ideas in Chinese
• experimenting with 的 as a subject modifier to express ideas that would contain relative clauses in English, for example, 我妈妈做的饭很好吃
(ACLCHU076)

Identify the purposes, text structures and language features of traditional and contemporary Chinese texts
(ACLCHU077)

Explore how the Chinese language continues to adapt over time and is influenced by local and global contexts and cultures such as the use of acronyms and English words and how Chinese authorities are trying to limit the use of these terms in the media
(ACLCHU078)

Explain the influence of language on people’s actions, values and beliefs and seek to appreciate the scale and importance of linguistic diversity in groups and cultures
(ACLCHU079)

Explore how language choices reflect cultural practices and values, for example differences in the use and frequency of ‘thank you’ and 谢谢, that can be difficult for speakers of other languages to interpret
(ACLCHU080)